Introduction (Approx. 150 words)
Observation is a critical component of effective early childhood pedagogy as it enables educators to understand children’s interests, strengths, and learning needs. This assessment follows the Early Years Learning Framework (EYLF) planning cycle of observe, assess, plan, implement and reflect (AGDE, 2022). Based on a structured observation of children’s learning, this ePortfolio analyses children’s interests and learning using relevant early childhood theories and frameworks.
The selected video for this assessment is “Connecting with Practice: Marking with Coloured Pencils”, focusing on children’s engagement in mark-making activities. Through assessment and analysis of the observation, two play-based learning experiences are planned to support children’s holistic development. The lesson plans demonstrate intentional teaching, age-appropriate practice, and strong links to the EYLF Learning Outcomes. Academic literature and frameworks are used throughout to justify pedagogical decisions.
Method Used: Anecdotal Record
Context: Indoor learning area – art and creative expression
Age Group: 3–4 years
(Attach your written anecdotal observation in the appendix)
The observation indicates that children demonstrated strong interest in mark-making using coloured pencils, engaging in drawing, scribbling, and experimenting with colours and pressure. Children were observed selecting colours independently, making circular and linear marks, and verbally describing their drawings to peers and educators. This suggests developing fine motor skills, creativity, and emerging communication skills.
According to the EYLF Learning Outcome 4, children become confident and involved learners when they explore, experiment, and problem-solve through play (AGDE, 2022). The children’s repeated engagement with drawing materials reflects active learning and persistence. The experience also aligns with Outcome 5, as children used marks to represent ideas and communicated meaning through visual expression.
From a theoretical perspective, Piaget’s cognitive development theory highlights that children in the preoperational stage learn through hands-on exploration and symbolic representation (Piaget, 1952). The act of drawing allows children to represent thoughts and experiences symbolically. Additionally, Vygotsky’s sociocultural theory emphasises learning through social interaction (Vygotsky, 1978). Peer conversations observed during the activity supported shared meaning-making and language development.
Fine motor development observed aligns with research by Arthur et al. (2020), who state that mark-making strengthens hand–eye coordination and prepares children for later writing skills. The learning environment provided open-ended materials, enabling children to lead their learning, consistent with play-based pedagogy.
This assessment highlights children’s need for further opportunities to explore creative expression, language development, and fine motor skills through intentional, play-based learning experiences.
Learning Experience Details
Learning Objectives (Linked to EYLF)
Materials
Learning Environment & Safety
Tables arranged in small groups to encourage collaboration. Non-toxic materials used. Educators supervise to ensure safe use of materials.
Teaching Strategies (Intentional Teaching)
The educator models mark-making techniques, introduces colour vocabulary, and asks open-ended questions such as:
Assessment Strategies
Learning Experience Details
Learning Objectives (Linked to EYLF)
Materials
Learning Environment & Safety
Quiet, comfortable space with floor cushions. Educator supports children who need assistance.
Teaching Strategies (Intentional Teaching)
The educator reads a short story and invites children to draw their favourite part. Open-ended questioning encourages reflection and storytelling.
Assessment Strategies
Both learning experiences are grounded in play-based learning with intentionality, allowing children to explore freely while being supported by purposeful educator interactions. Play-based learning enables children to construct knowledge actively and meaningfully (AGDE, 2022).
The activities adopt a holistic approach, supporting cognitive, physical, social, and emotional development. Fine motor skills are enhanced through drawing, while language and social skills are fostered through peer discussions and storytelling. Intentional teaching strategies such as modelling, questioning, and scaffolding align with Vygotsky’s Zone of Proximal Development, ensuring learning is extended appropriately.
The experiences also respect children’s agency by allowing choice of materials and self-expression, consistent with EYLF principles of respectful relationships and high expectations and equity. Reflection on the observation informed the planning process, ensuring learning experiences were relevant and responsive to children’s interests.
Overall, the planned experiences demonstrate effective integration of observation, assessment, planning, and reflection, supporting children’s learning through meaningful, play-based pedagogy.
Australian Government Department of Education. (2022). Belonging, being and becoming: The Early Years Learning Framework for Australia (V2.0).
Arthur, L., Beecher, B., Death, E., Dockett, S., & Farmer, S. (2020). Programming and planning in early childhood settings (7th ed.). Cengage Learning.
Piaget, J. (1952). The origins of intelligence in children. International Universities Press.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Disclaimer:- This content is provided strictly as a sample solution for reference purposes only. If you require personalised assignment help or academic support, please contact Punjab Assignment Help.
Get original papers written according to your instructions and save time for what matters most.
